The European Union as a normative power: Europe's new neighborhood and energy policies

The European Union (EU) is a formidable actor in contemporary international politics. Many prominent scholars devote their lives to studying both how European power came to be and analyzing the character of that power. The vast majority of the resulting scholarship fails to empirically test the arguments set forth. While rich in theoretical insights, the lack of empirical support renders the debate unsatisfying. This study tests the arguments about the nature of European power in the international context using the cases of the European Neighborhood Policy (ENP) and Europe's energy policies. Chapter One introduces the Normative Power Europe concept and describes my methodology. Chapter Two delineates the existing debates on the power of the EU. Chapters Three and Four test European power using the cases of the ENP and Europe's energy policies (respectively). In addition, Chapter Four offers some concluding remarks. This study finds that the EU consistently behaves as a normative power from the basic premise of virtue ethics, but inconsistently in terms of deontological and teleological ethics.M.S.Committee Chair: Birchfield, Vicki; Committee Member: Stulberg, Adam; Committee Member: Weber, Katj

Feminist Music of the 21st Century

https://digitalcommons.chapman.edu/feminist_zines/1037/thumbnail.jp

Role theory of schools and adolescent health.

Evidence that health and education are interlinked is transforming investment in adolescent health. However, no comprehensive theory of how schools influence mental and physical health, which could guide, and be tested through, empirical studies, exists. Using neuroscience, sociology, and other disciplines, we theorise that schools catering for students age 11-18 years can influence health by affecting the behavioural roles that are available for students to perform, the resources available to influence student behaviour, and how peers and teachers (known as the audience) respond. Some schools offer opportunities for students to adopt diverse pro-school roles and to maintain these roles via constructive feedback. Other schools focus narrowly on high academic attainment. Where pro-school roles are unavailable, are beyond students' resources, or elicit negative responses from teachers and peers, students might experience anxiety and choose to adopt anti-school roles, particularly in later adolescence. Behaviours that harm health, such as violence and drug use, are central to anti-school roles because they can facilitate belonging and status within anti-school peer groups and symbolise alternative transitions to adulthood

Citizens, Residents, and Guest Workers: A Transatlantic Analysis of Immigrant Rights and Political Cleavages

The fundamental argument of this dissertation is that migrant rights are central to understanding the politics of immigration: by defining what migrants can or cannot do in the receiving state, the bundle of rights granted to migrants conditions the effect that migrants have on domestic groups’ interests and therefore which societal groups will favor or oppose immigration liberalization. Increasing migrant rights increases the market, fiscal, and cultural costs of immigration to the right, but decreases the market costs and generates political and cultural benefits to the left. As a result, migrant rights condition preferences over immigration – such that the right (left) should favor (oppose) the admission of migrants with few rights and oppose (favor) the admission of migrants with expansive rights – and immigration policy outcomes – such that immigration reform will focus on increasing the admission of migrants with a limited (broad) set of rights when the right (left) is in government. These policy outcomes will vary in predictable ways under divided government and when policymakers are constrained with respect to the provision of migrant rights. In the first three chapters, I present the puzzle that motivates my project, my critique of the extant literature, my conceptualization of migrant rights as defining societal membership, and the theoretical framework that links migrant rights, societal interests, and immigration policy outcomes. In the following four chapters, I test the expectations of the theoretical chapter in the United States and across the European Union. The first two empirical chapters consider the policy preferences of political actors and immigration policy outcomes in the United States. The second two empirical chapters do so across the European Union. In the concluding chapter, I situate the results of the empirical analysis in the contemporary context, highlight some of the implications for scholarship in both political economy and immigration politics, and consider the compatibility of extending and withholding rights in a liberal democratic society

The Determinants of Migration Under the Freedom of Movement: Lessons from the European Union

This paper asks: what determines international migration and how has the EU’s free movement of people arrangement impacted this process? I argue that relative factor endowments (of capital and labor) and democracy serve as substitutes when a potential migrant is seeking a receiving country. By contrast, I argue that under the EU’s free movement of people regime, intra-EU migration is driven by relative factor endowments. Empirical analysis supports these arguments, and finds that relative factor endowments can compensate for a dearth in democratic governance in the receiving country and that relative factor endowments drive migration within the EU’s free movement of people regime

Understanding the independent dancer: roles, development and success

Little research has been published about the varied role of the independent dancer. The aim of this study was to provide insight into the work independent dancers undertake and how their careers change over time. Semi-structured interviews were conducted with 14 independent dancers. Content analysis revealed that the dancers had multifaceted careers that relied on both formal and informal activities, and varied according to three distinct stages (early, middle, late). The experiences reported by the dancers indicated that the realities of the independent dancer's role are not sufficiently recognised or supported within the industry

Applying Reflexivity to Artificial Intelligence for Researching Marginalized Communities and Real-World Problems

Despite advances in artificial intelligence (AI), ethical principles have been overlooked, harming marginalized communities. These flaws are due to a lack of critical insight into the complex positionality of the researcher, power dynamics between scholars and the communities being studied, and the structural impact on real-world problems when AI systems appear to be accurate but ethically fail. Reflexivity is a process that yields a better understanding of community-specific nuances, areas requiring local expertise, and the potential consequences of scholastic interventions for real-world problems (i.e., social, environmental, or socioeconomic). The paper builds on the five stages of social work reflexivity that can be applied to AI researchers and provided questions that can be asked in order to increase privacy, accountability, and fairness. We discuss the effective implementation of reflexivity in research, detail the stages of social work reflexivity and highlight key questions for AI researchers to ask throughout the research process